Science (CA NGSS) Standards
Results
Showing 11 - 20 of 35 Standards
Standard Identifier: 5-ESS1-1
Grade:
5
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
Title: 5-ESS1 Earth’s Place in the Universe
Performance Expectation: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [Clarification Statement: Absolute brightness of stars is the result of a variety factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.
Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model.
Crosscutting Concepts: Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.5.1.a-d: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: MS.ESS1.A; MS.ESS1.B
Performance Expectation: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [Clarification Statement: Absolute brightness of stars is the result of a variety factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.
Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model.
Crosscutting Concepts: Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.5.1.a-d: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: MS.ESS1.A; MS.ESS1.B
Standard Identifier: 5-ESS1-2
Grade:
5
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: 5-ESS1 Earth’s Place in the Universe
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 1.ESS1.A; 1.ESS1.B; 3.PS2.A; MS.ESS1.A; MS.ESS1.B
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 1.ESS1.A; 1.ESS1.B; 3.PS2.A; MS.ESS1.A; MS.ESS1.B
Standard Identifier: 5-PS2-1
Grade:
5
Disciplinary Core Idea:
PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Physical Science
Title: 5-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.
Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 3.PS2.A; 3.PS2.B; MS.PS2.B; MS.ESS1.B; MS.ESS2.C
Performance Expectation: Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.
Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 3.PS2.A; 3.PS2.B; MS.PS2.B; MS.ESS1.B; MS.ESS2.C
Standard Identifier: MS-ESS1-1
Grade Range:
6–8
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars, ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: MS-ESS1 Earth’s Place in the Universe
Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. ESS1.B: Earth and the Solar System This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Patterns Patterns can be used to identify cause-and-effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.B
Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. ESS1.B: Earth and the Solar System This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Patterns Patterns can be used to identify cause-and-effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.B
Standard Identifier: MS-ESS1-2
Grade Range:
6–8
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars, ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: MS-ESS1 Earth’s Place in the Universe
Performance Expectation: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-d: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B; Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.A; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.A; HS.ESS1.B
Performance Expectation: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-d: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B; Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.A; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.A; HS.ESS1.B
Standard Identifier: MS-ESS1-3
Grade Range:
6–8
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: MS-ESS1 Earth’s Place in the Universe
Performance Expectation: Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings.
Crosscutting Concepts: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was one beak." "For every vote candidate A received, candidate C received nearly three votes." 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS2.A Articulation across grade-bands: 5.ESS1.B; HS.ESS1.B; HS.ESS2.A
Performance Expectation: Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings.
Crosscutting Concepts: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was one beak." "For every vote candidate A received, candidate C received nearly three votes." 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS2.A Articulation across grade-bands: 5.ESS1.B; HS.ESS1.B; HS.ESS2.A
Standard Identifier: MS-ESS2-5
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes, ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically.
Science & Engineering Practices: Planning and Carrying Out Investigations Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D
Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically.
Science & Engineering Practices: Planning and Carrying Out Investigations Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D
Standard Identifier: MS-ESS2-6
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes, ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. ESS2.D: Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS3.B; MS.PS4.B Articulation across grade-bands: 3.PS2.A; 3.ESS2.D; 5.ESS2.A; HS.PS2.B; HS.PS3.B; HS.ESS1.B; HS.ESS2.A; HS.ESS2.D
Performance Expectation: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. ESS2.D: Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS3.B; MS.PS4.B Articulation across grade-bands: 3.PS2.A; 3.ESS2.D; 5.ESS2.A; HS.PS2.B; HS.PS3.B; HS.ESS1.B; HS.ESS2.A; HS.ESS2.D
Standard Identifier: MS-PS2-3
Grade Range:
6–8
Disciplinary Core Idea:
PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Physical Science
Title: MS-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.PS2.B; HS.PS2.B
Performance Expectation: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.PS2.B; HS.PS2.B
Standard Identifier: MS-PS2-4
Grade Range:
6–8
Disciplinary Core Idea:
PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Physical Science
Title: MS-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.
Science & Engineering Practices: Engaging in Argument from Evidence Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.6–8.1.a–e: Write arguments focused on discipline-specific content.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS1.A ; MS.ESS1.B ; MS.ESS2.C Articulation across grade-bands: 5.PS2.B ; HS.PS2.B ; HS.ESS1.B
Performance Expectation: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.
Science & Engineering Practices: Engaging in Argument from Evidence Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.6–8.1.a–e: Write arguments focused on discipline-specific content.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS1.A ; MS.ESS1.B ; MS.ESS2.C Articulation across grade-bands: 5.PS2.B ; HS.PS2.B ; HS.ESS1.B
Showing 11 - 20 of 35 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881